|Title||The emergence of learning-related social skills in preschool children|
|Publication Type||Journal Article|
|Year of Publication||2003|
|Authors||McClelland, MM, Morrison, FJ|
|Journal||Early Childhood Research Quarterly|
|Pagination||206 - 224|
Recent research has pointed to the role of learning-related social skills in academic achievement and school success [Cooper & Farran, 1988; McClelland, Morrison, & Holmes, 2000]. Learning-related social skills tap the domains of independence, responsibility, self-regulation, and cooperation. The present study examined the nature and stability of teacher ratings of early learning-related social skills in 72 preschool children at 3–4 years and 1 year later. Confirmatory factor analysis (CFA) using structural equation modeling (SEM) revealed that a construct labeled “learning-related social skills” emerged in ratings of preschool children and showed moderate variability. Further, ratings of children’s early learning-related social skills were relatively stable over a 1-year period. Discussion focused on the emergence of learning-related social skills during the preschool period and possible role of these skills for early school success.
|Short Title||Early Childhood Research Quarterly|